High School Forensic Science Curriculum

Course Description: Forensic Science is the application of science (chemistry, physics, and
biology) to the criminal and civil laws that are enforced by police agencies in a criminal justice
system. It includes the investigation of fingerprinting, fiber analysis, ballistics, arson, trace
evidence analysis, poisons, drugs, blood spatters, and blood samples. Students are taught the
proper collection, preservation, and laboratory analysis of various samples.

Scope and Sequence:

Timeframe Unit Instructional Topics

2 Weeks History of Forensic Science Topic 1: The History of Forensic Science

Topic 2: Crime Lab Units and Professions

2-3 Weeks CSI Topic 1: The Crime Scene

Topic 2: Types of Evidence
Topic 3: Anthropology/Pathology

2 Weeks Fingerprint Analysis Topic 1: Fingerprint Classification

Topic 2: Developing Fingerprints

1.5 Weeks Toxicology Topic 1: Classification of Drugs

Topic 2: Toxicity

2-3 Weeks Biological Evidence Topic 1: Hair Evidence

Topic 2: Fiber Evidence
Topic 3: Blood Evidence
 1-1.5 Weeks Ballistics Topic 1: Firearms

2 Weeks Documents and Impressions Topic 1: Impressions

Topic 2: Document Analysis

1-1.5 Weeks Forensic Science Final Crime Scene Engaging Scenario

Investigation

Board Approved: February 8, 2018 2|Page

 Unit 1: History of Forensic Science
Subject: Forensic Science
Grade: 10-12
Name of Unit: History of Forensic Science
Length of Unit: 2 weeks
Overview of Unit: Students will be introduced to some of the fundamental figures and events
that shaped the course of forensic science in this unit. This will include examples such as the
advent of fingerprinting, anthropometry, and blood typing. Students will also learn about the
history and components of a crime lab and the professionals that are employed in those crime lab
units.

Priority Standards for unit:

● N1.1 Examine the history of forensic science
● N1.2 Understand the role of forensic science in the criminal justice system
● K1.a Discuss careers available in the field of forensic science and training required for
each

Supporting Standards for unit:

● ISTE - KNOWLEDGE COLLECTOR.3 Students critically curate a variety of resources
using digital tools to construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others.
● ISTE-DIGITAL CITIZEN.2 Students recognize the rights, responsibilities and
opportunities of living, learning and working in an interconnected digital world, and they
act and model in ways that are safe, legal and ethical.

Unwrapped Concepts Unwrapped Skills Bloom’s Webb's

(Students need to know) (Students need to be able to do) Taxonomy Levels DOK
The history of forensic science Examine Understand 2
The role of forensic science in the
criminal justice system Understand Understand 2
careers available in the field of
forensic science and training
required for each Discuss Understand 2

Essential Questions:
1. How have historical figures in the field of forensic science influenced today’s practice?
2. How have forensic science techniques progressed over time?
3. How are the units of a crime lab organized, and what skills would an employee need?

Board Approved: February 8, 2018 3|Page

Enduring Understanding/Big Ideas:
1. Several figures have greatly influenced the development of new techniques and the
acceptance of processes both within the scientific community and the courtroom.
2. The techniques have gotten more advanced due to breakthroughs in technology such as
computers and microscopes. New types of evidence can also be collected more efficiently
as is the case with DNA.
3. Crime lab units are organized by area of expertise i.e. physical science, biological,
firearms. They would be responsible for analyzing evidence that falls into their respective
category. An employee of these units would be required to have advanced degrees in
related topics such as chemistry or biology with specialized training in forensics.

Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific

Classification Anthropometry
Scientific Method Odontology
Evidence Locard’s Exchange Principle
Toxicology

Board Approved: February 8, 2018 4|Page

 Topic 1: The History of Forensic Science
Engaging Experience 1
Title: Serial Killer Research Project
Suggested Length of Time: 5 blocks (2 for research, 3 for presentations), can be spaced out
over the unit.
Standards Addressed
Priority:
● N1.1 Examine the history of forensic science
● N1.2 Understand the role of forensic science in the criminal justice system
Supporting:
● ISTE - KNOWLEDGE COLLECTOR.3 Students critically curate a variety of
resources using digital tools to construct knowledge, produce creative artifacts
and make meaningful learning experiences for themselves and others.
● ISTE-DIGITAL CITIZEN.2 Students recognize the rights, responsibilities and
opportunities of living, learning and working in an interconnected digital world,
and they act and model in ways that are safe, legal and ethical.
Detailed Description/Instructions: Students will research a serial killer from history, such as
Ted Bundy or H.H. Holmes, and give a presentation about the chosen serial killer. The
presentation itself would include background information, description of the crimes committed,
forensic evidence collected and presented, what the conviction was if applicable, etc. The
presentations can range in length, but should be approximately 7-10 minutes. Students should
include 3 different sources, one of which must not be a website.
Bloom’s Levels: Understand
Webb’s DOK: 2

Board Approved: February 8, 2018 5|Page

 Topic 2: Crime Lab Units and Professions
Engaging Experience 1
Title: Crime Unit Practical Exam
Suggested Length of Time: 25 minutes
Standards Addressed
Priority:
● K1.a Discuss careers available in the field of forensic science and training
required for each
Detailed Description/Instructions: Create stations with 12 to 15 different types of evidence.
Have students rotate through the stations and determine which crime lab unit would be
responsible for analyzing the evidence presented. Possibilities include: soil, blood spatter, shoe
print, hair, computer, mobile phone (voice recording), check, glass, pills, fiber, and charred
material.
Bloom’s Levels: Analyze
Webb’s DOK: 2

Board Approved: February 8, 2018 6|Page

 Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the
following components: situation, challenge, specific roles, audience, product or performance.)
Create a timeline of major contributions to the development of Forensic Science.
Include:
1. Name of person making the contribution
2. Date (may be a rough estimate on one or two)
3. Pictures to visualize the contributions
4. Use 10 people from (make sure that the 6 names below are included)
a. Osborn
b. Bertillon
c. Goddard
d. Locard
e. Lattes
f. Galton
5. If you use people from outside resources (not the textbook) you must cite where you
found the information
Rubric for Engaging Scenario:
Category Multiplier 3 points 2 points 1 point

Timeline format with dates

spaced correctly and labeled X1
by name

For each of the contributors

(10 of them) include: Name, X 10
Year, and Contribution

Minimum of 6 Pictures
included: They can be a
picture of the person, or of a
tool that they used in their X6
contribution

Neat and well put together. X1

Board Approved: February 8, 2018 7|Page

 Summary of Engaging Learning Experiences for Topics

Topic Engaging Experience Description Suggested

Title Length of
Time

The History Serial Killer Research Students will research a serial killer 5 blocks
of Forensic Project from history such as Ted Bundy or H.H.
Science Holmes and give a presentation about
the chosen serial killer. The presentation
itself would include background
information, description of the crimes
committed, forensic evidence collected
and presented, what the conviction was
if applicable, etc. The presentations can
range in length, but should be
approximately 7-10 minutes. Students
should include 3 different sources, one
of which must not be a website.

Crime Lab Crime Unit Practical Create stations with 12 to 15 different 25 min
Units and Exam types of evidence. Have students rotate
Professions through the stations and determine
which crime lab unit would be
responsible for analyzing the evidence
presented. Possibilities include: soil,
blood spatter, shoe print, hair, computer,
mobile phone (voice recording), check,
glass, pills, fiber, and charred material.

Board Approved: February 8, 2018 8|Page

 Unit 2: CSI
Subject: Forensic Science
Grade: 10-12
Name of Unit: CSI
Length of Unit: 2 to 3 weeks
Overview of Unit: In this unit, students will be introduced to the processes and techniques used
at a crime scene, such as how to search the scene and collect evidence. This unit will also discuss
the two main types of evidence that could be found. Additionally, students will learn about the
role that anthropology and pathology play in determining manner and cause of death. Finally,
this unit will include how the courtroom and legal processes affect evidence collection and the
role expert witnesses play in the courtroom.

Priority Standards for unit:

● K2.a Differentiate procedures for securing and documenting a crime scene
● K2.b Perform evidence collection, storage and report writing.
● K1.b Distinguish individual evidence from class evidence and discuss its relevance in a
court of law
● K10.a Use a human skeleton to determine gender, age range, height and race
● K10.b Predict time of death using Rigor Mortis, Algor mortis, livor mortis and stages of
decomposition

Supporting Standards for unit:

● K1.c Justify use of observation skills and debate validity of eyewitness accounts of events
● ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources
using digital tools to construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others.
● TT.AB.J.13: Students will analyze the harmful impact of bias and injustice on the world,
historically and today.
● TT.AB.J.15: Students will identify figures, groups, events and a variety of strategies and
philosophies relevant to the history of social justice around the world.

Board Approved: February 8, 2018 9|Page

 Unwrapped Concepts Unwrapped Skills Bloom’s Webb's
(Students need to know) (Students need to be able to do) Taxonomy Levels DOK
procedures for securing and
documenting a crime scene Differentiate Understand 2
evidence collection, storage and
report writing Perform Apply 3
individual evidence from class
evidence Distinguish Understand 2
discuss its (individual evidence)
relevance in a court of law Discuss Understand 2
a human skeleton to determine
gender, age range, height and race Use Apply 3
Time of death using Rigor Mortis,
Algor mortis, livor mortis and
stages of decomposition Predict Apply 3

Essential Questions:
1. How should the crime scene be analyzed and documented?
2. How can evidence be classified?
3. Why are anthropology and pathology important to forensic science?

Enduring Understanding/Big Ideas:

1. Crime scene investigation is dictated by what is called the seven Ss. It includes sketching,
photography, different search procedures, etc.
2. The two main categories of evidence are class and individual.
3. Anthropology and pathology help investigators determine cause of death, manner of
death, gender of the victim, age, and height of the victim. This allows for a possible
identification of the victim given the information.

Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific

Investigation Anthropology
Suspect Pathology
Victim Chain of custody
Quadrant CSI Effect
Livor mortis
Rigor mortis
Algor mortis
Frye Standard
Post-mortem interval (PMI)

Board Approved: February 8, 2018 10 | P a g e

 Topic 1: The Crime Scene
Engaging Experience 1
Title: Documentation of a crime scene
Suggested Length of Time: 1 block
Standards Addressed
Priority:
● K2.a Differentiate procedures for securing and documenting a crime scene
● K2.b Perform evidence collection, storage and report writing.
Supporting:
● ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of
resources using digital tools to construct knowledge, produce creative artifacts
and make meaningful learning experiences for themselves and others.
Detailed Description/Instructions: In this activity, students will practice the primary skills of a
crime scene investigator by learning how to properly sketch a crime scene and photograph
evidence.
Bloom’s Levels: Apply
Webb’s DOK: 4

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 Topic 2: Types of Evidence
Engaging Experience 1
Title: Identifying types of evidence lab
Suggested Length of Time: 30 minutes
Standards Addressed
Priority:
● K2.b Perform evidence collection, storage and report writing.
● K1.b Distinguish individual evidence from class evidence and discuss its
relevance in a court of law
● K1.c Justify use of observation skills and debate validity of eyewitness accounts
of events
Detailed Description/Instructions: In this activity, students will be given a multitude of
different pieces of evidence and must decide what type of evidence they are. For example, is this
ripped fabric class or individual evidence? The activity could also be extended to include what
crime lab unit would analyze those materials, recalling information from the previous unit.
Bloom’s Levels: Understand
Webb’s DOK: 2

Board Approved: February 8, 2018 12 | P a g e

 Topic 3: Anthropology/Pathology
Engaging Experience 1
Title: Bone lab
Suggested Length of Time: 30 minutes
Standards Addressed
Priority:
● K10.a Use a human skeleton to determine gender, age range, height and race
● K10.b Predict time of death using Rigor Mortis, Algor mortis, livor mortis and
stages of decomposition
Detailed Description/Instructions: In this activity, students will attempt to identify a victim
based on either images of bones or bone models utilizing different measurements and
generalizations. Students can try to develop mathematical models that relate bone length with
height and use this in their investigation.
Bloom’s Levels: Apply
Webb’s DOK: 2

Board Approved: February 8, 2018 13 | P a g e

 Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the
following components: situation, challenge, specific roles, audience, product or performance.)

Set up 2-3 scenarios outlined in crime scene tape with 4-6 pieces of evidence in each scenario.
Students will be required to work as a team, choose an appropriate search scenario, identify
and describe evidence within the area, and quantify it as class or individual.

Board Approved: February 8, 2018 14 | P a g e

 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested

Experience Title Length of
Time

The Crime Documentation In this activity, students will practice the 1 block
Scene of a crime scene primary skills of a crime scene investigator
by learning how to properly sketch a crime
scene and photograph evidence.

Types of Identifying types In this activity, students will be given a 30 min

Evidence of evidence lab multitude of different pieces of evidence
and must decide what type of evidence they
are. For example, is this ripped fabric class
or individual evidence? The activity could
also be extended to include what crime lab
unit would analyze those materials, recalling
information from the previous unit.

Anthropology/ Bone lab In this activity, students will attempt to 30 min

Pathology identify a victim based on either images of
bones or bone models utilizing different
measurements and generalizations. Students
can try to develop mathematical models that
relate bone length with height and use this
in their investigation.

Board Approved: February 8, 2018 15 | P a g e

 Unit 3: Fingerprint Analysis
Subject: Forensic Science
Grade: 10-12
Name of Unit: Fingerprint Analysis
Length of Unit: 2 weeks
Overview of Unit: In this unit, students will learn about the different classifications of
fingerprints such as loops, whorls, and arches. Additionally, students will be able to identify
multiple ridge characteristics and forms of minutiae. Finally, students will learn and apply
techniques to develop and collect fingerprints.

Priority Standards for unit:

● K3.a Develop, analyze and classify fingerprints

Supporting Standards for unit:

● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role
in choosing, achieving and demonstrating competency in their learning goals, informed
by the learning sciences.
● ISTE - COMPUTATIONAL THINKER.5: Students develop and employ strategies for
understanding and solving problems in ways that leverage the power of technological
methods to develop and test solutions.

Unwrapped Concepts Unwrapped Skills Bloom’s Webb's

(Students need to know) (Students need to be able to do) Taxonomy Levels DOK
fingerprints Develop Apply 3
fingerprints Analyze Analyze 3
fingerprints Classify Evaluate 3

Essential Questions:
1. How are fingerprints classified and identified?
2. Why are there multiple methods used to develop prints?

Enduring Understanding/Big Ideas:

1. Fingerprints are classified as loops, arches, and whorls. They are further identified by
matching minutia points between the known and suspect print as well as any scars or
imperfections.
2. There are multiple methods used to develop prints depending on weather the print was
deposited on a porous or nonporous surface. Types of methods include iodine fuming,
superglue fuming, and dusting.

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Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific

Fingerprint Minutiae
Core Ridge characteristic
Dusting Bifurcation
Delta
Latent
Patent
Plastic
Loop
Whorl
Arch
Fuming
Porous
Non-porous
AFIS
Dactyloscopy

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 Topic 1: Fingerprint Classification
Engaging Experience 1
Title: Characterization of Student Fingerprints
Suggested Length of Time: 30 minutes
Standards Addressed
Priority:
● K3.a Develop, analyze and classify fingerprints
Supporting:
● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning
goals, informed by the learning sciences.
● ISTE - COMPUTATIONAL THINKER.5: Students develop and employ
strategies for understanding and solving problems in ways that leverage the power
of technological methods to develop and test solutions.
Detailed Description/Instructions: In this activity, students will learn how to make proper
fingerprints as well as classify their own prints as either arches, loops, or whorls. When good
fingerprints have been made, students can try to identify different types of minutiae on their
print. This can be done on paper with magnifying glasses, or they can be made on balloons and
then blown up to reveal the detail.
Bloom’s Levels: Analyze
Webb’s DOK: 3

Board Approved: February 8, 2018 18 | P a g e

 Topic 2: Developing Fingerprints
Engaging Experience 1
Title: Dusting for Fingerprints
Suggested Length of Time: 1 block
Standards Addressed
Priority:
● K3.a Develop, analyze and classify fingerprints
Supporting:
● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning
goals, informed by the learning sciences.
● ISTE - COMPUTATIONAL THINKER.5: Students develop and employ
strategies for understanding and solving problems in ways that leverage the power
of technological methods to develop and test solutions.
Detailed Description/Instructions: Students will develop proper techniques to dust for
fingerprints. This can include white or black fingerprinting powder depending on the surface. For
example, students can try to dust for fingerprint on a white piece of paper or on a dark lab bench.
If time and materials allow, students can attempt to lift the fingerprints using tape. Finally, based
on the dusted fingerprint, students can try to classify the type of fingerprint as well as identify
different types of minutiae.
Bloom’s Levels: Analyze
Webb’s DOK: 3

Board Approved: February 8, 2018 19 | P a g e

 Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the
following components: situation, challenge, specific roles, audience, product or performance.)
Students will engage in a scenario by either actively printing “suspects” (4-5 people both
hands, full print card) and analyzing those prints to match a print lifted from a mock crime
scene. Do not tell the students from which hand or which finger the crime scene print was
lifted. Or, students will read through a scenario and analyze prepared evidence in order to
match suspect prints with those found at a crime scene.

Board Approved: February 8, 2018 20 | P a g e

 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested

Experience Title Length of
Time

Fingerprint Characterization In this activity, students will learn how to 30 min

Classification of Student make proper fingerprints as well as classify
Fingerprints their own prints as either arches, loops, or
whorls. When good fingerprints have been
made, students can try to identify different
types of minutiae on their print. This can be
done on paper with magnifying glasses, or
they can be made on balloons and then blown
up to reveal the detail.

Developing Dusting for Students will develop proper techniques to 1 block

Fingerprints Fingerprints dust for fingerprints. This can include white
or black fingerprinting powder depending on
the surface. For example, students can try to
dust for fingerprint on a white piece of paper
or on a dark lab bench. If time and materials
allow, students can attempt to lift the
fingerprints using tape. Finally, based on the
dusted fingerprint, students can try to classify
the type of fingerprint as well as identify
different types of minutiae.

Board Approved: February 8, 2018 21 | P a g e

 Unit 4: Toxicology
Subject: Forensic Science
Grade: 10-12
Name of Unit: Toxicology
Length of Unit: 1-1/2 weeks
Overview of Unit: In this unit, students will understand the system in which drugs are classified
as well as what properties influence the legality of different substances. Additionally, students
will learn about toxicity, how it is measured, and the calculations required to determine lethal
dose.

Priority Standards for unit:

● K6.a Perform tests to identify various drugs and/or poisons
● K6.b Research and examine how various drugs & poisons affect/move through the
human body

Supporting Standards for unit:

● ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources
using digital tools to construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others.
● ISTE - CREATIVE COMMUNICATOR.6: Students communicate clearly and express
themselves creatively for a variety of purposes using the platforms, tools, styles, formats
and digital media appropriate to their goals.

Unwrapped Concepts Unwrapped Skills Bloom’s Webb's

(Students need to know) (Students need to be able to do) Taxonomy Levels DOK
various drugs and/or poisons Identify Understand 2
how various drugs & poisons
affect/move through the human
body Research Remember 2
how various drugs & poisons
affect/move through the human
body Examine Analyze 2

Essential Questions:
1. How are drugs classified?
2. What is toxicity, and how is it measured?

Board Approved: February 8, 2018 22 | P a g e

Enduring Understanding/Big Ideas:
1. Drugs are placed into categories: Narcotics, Hallucinogens, Depressants, Stimulants,
Club Drugs, and Steroids. Drugs are also categorized into schedules by the controlled
substances act.
2. Toxicity is the degree to which a substance can damage an organism, and is measured by
LD50, which is the lethal dose (mg/Kg).

Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific

Dependence Schedule
Alcohol Toxicity
Drug Depressant
Hallucinogen
Narcotic
Stimulant
Blood Alcohol Content
Ethanol
LD50
Toxicology
Confirmatory test
Presumptive test
Steroid

Board Approved: February 8, 2018 23 | P a g e

 Topic 1: Classification of Drugs
Engaging Experience 1
Title: Drug classification foldable
Suggested Length of Time: 30-45 minutes
Standards Addressed
Priority:
● K6.b Research and examine how various drugs & poisons affect/move through
the human body
Detailed Description/Instructions: Create a 6 flap foldable with the 6 classifications of Drugs
on the front flap: Narcotics, Hallucinogens, Depressants, Stimulants, Club Drugs, and Steroids.
On the inside, students need to list symptoms and examples of each. Add color pictures of their
examples.
Bloom’s Levels: Analyze
Webb’s DOK: 3

Board Approved: February 8, 2018 24 | P a g e

 Topic 2: Toxicity
Engaging Experience 1
Title: Toxicity and Lethal Dose Worksheet
Suggested Length of Time: 30 minutes
Standards Addressed
Priority:
● K6.a Perform tests to identify various drugs and/or poisons
● K6.b Research and examine how various drugs & poisons affect/move through
the human body
Detailed Description/Instructions: In this activity, students will attempt to solve a variety of
problems when presented with toxicity information such as LD50. For example, students can be
asked to rank different substances based on their toxicity which would require an understanding
of how toxicity and lethal dose are related. Another question that students could be asked is to do
a dimensional analysis problem, or several dimensional analysis problems, where students must
take the known lethal dose and convert that generally from mg of drug per kg of body mass into
something that is more understandable like tablets of drug per pound or amount per body. For
example, how many 500 mg tablets of tylenol with an LD50 of 2404 mg/kg would be lethal for a
175 lb adult?
Bloom’s Levels: Analyze
Webb’s DOK: 3

Board Approved: February 8, 2018 25 | P a g e

 Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the
following components: situation, challenge, specific roles, audience, product or performance.)

Each student will research a different poison and a case involving that poison. You will choose
a case you consider most interesting or unusual.

Design a slide show presentation containing the following information.

1. Type of Poison;
2. “Chemistry” of the Poison: Element or Compound? Formula or Symbol?
3. Poison’s Other Uses
4. Poison’s Other Names
5. Effects on Body and/or Symptoms: How is it taken in? What does this chemical do to
the body (target organ)? What is the level of toxicity (how much does it take)?
6. Detection: How does science trace the chemical? How do you get a diagnosis of this
poison?
7. Lasting effects? Antidotes?
8. Possible treatments?
9. Case Involving Poison: Give the Who? Where? When? What happened? Why? How
were they caught? Sentence/Punishment? Include articles or graphics if available
Check the scoring guide for more details about this section.

Board Approved: February 8, 2018 26 | P a g e

 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested

Experience Length of
Title Time

Classification Drug Create a 6 flap foldable with the 6 classifications 30-45

of Drugs Classification of Drugs on the front flap: Narcotics, minutes
Scenario Hallucinogens, Depressants, Stimulants, Club
Drugs, and Steroids. On the inside, students need
to list symptoms and examples of each. Add
color pictures of their examples.

Toxicity Toxicity and In this activity, students will attempt to solve a 30 minutes
Lethal Dose variety of problems when presented with toxicity
Worksheet information such as LD50. For example,
students can be asked to rank different
substances based on their toxicity which would
require an understanding of how toxicity and
lethal dose are related. Another question that
students could be asked is to do a dimensional
analysis problem, or several dimensional
analysis problems, where students must take the
known lethal dose and convert that generally
from mg of drug per kg of body mass into
something that is more understandable like
tablets of drug per pound or amount per body.
For example, how many 500 mg tablets of
Tylenol with an LD50 of 2404 mg/kg would be
lethal for a 175 lb adult?

Board Approved: February 8, 2018 27 | P a g e

 Unit 5: Biological Evidence
Subject: Forensic Science
Grade: 10-12
Name of Unit: Biological Evidence
Length of Unit: 2 to 3 weeks
Overview of Unit: Biological evidence will include blood, hair, fiber, and entomology. Within
the area of blood, students will learn that blood can be typed for class evidence as well as its
DNA analyzed for individual evidence. Additionally, blood spatter will be examined for crime
scene reconstruction. Hair and Fiber evidence will be analyzed microscopically to determine
species or origin. Finally, the topic of entomology will be introduced as a method of determining
post mortem interval.

Priority Standards for unit:

● K3.c Analyze, identify and compare various hair samples.
● K3.d Compare various types of fibers through physical and chemical analysis
● K4.b Accurately type blood.
● K4.c Explore bloodstain patterns as a function of velocity, direction, height and angle of
impact
● K11.a Outline insect succession on a body
● K11.b Deduce Time of Death using insect evidence

Supporting Standards for unit:

• K11.a Outline insect succession on a body
• K11.b Deduce Time of Death using insect evidence

Unwrapped Concepts Unwrapped Skills Bloom’s Webb's

(Students need to know) (Students need to be able to do) Taxonomy Levels DOK
various hair samples Analyze Analyze 4
various hair sample Identify Understand 2
various hair sample Compare Analyze 2
various types of fibers through
physical and chemical analysis Compare Analyze 3
blood Type Analyze 3
bloodstain patterns as a function
of velocity, direction, height and
angle of impact Explore Apply 3

Board Approved: February 8, 2018 28 | P a g e

Essential Questions:
1. How can blood be used as evidence in a crime scene?
2. How are hair and fiber evidence analyzed?

Enduring Understanding/Big Ideas:

1. Blood can be analyzed for blood type and used as class evidence. There can be DNA
analysis of blood to be used as individual evidence. Analysis of the patterns and spatter of
blood can lead to reconstruction of the scene, and sequence of events.
2. Hairs and fibers are analyzed microscopically to determine patterns or thread size and
count. This will help determine species and origin.

Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific

Blood Type Plasma

Angle Erythrocyte
Origin Serum
Velocity Serology
Transfer Hemoglobin
Donot Luminol
Acceptor Area of Convergence
Natural Cast-Off
Manufactured Spatter
Life cycle Agglutination
Satellite Spatter
Void
Kastle-Meyer
Precipitin
Rhesus factor
Leukocyte
Platelet
CODIS
Antigen
Antibody
Medulla
Cortex
Cuticle
Imbricate
Coronal
Spinous

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 Entomology
Larvae
Maggot
Follicular tag

Board Approved: February 8, 2018 30 | P a g e

 Topic 1: Hair Evidence
Engaging Experience 1
Title: Microscopic Analysis of Hair
Suggested Length of Time: 1 block
Standards Addressed
Priority:
● K3.c Analyze, identify and compare various hair samples.
Detailed Description/Instructions: In this activity, students will be looking at the different
features of hair strands using microscopes. Parts that students will be identifying include the
medulla, cortex, cuticle, and a follicular tag if possible. As a side note, the activity can be
extended to include the hair of a suspect and students should try to match it with a hair found on
a victim.
Bloom’s Levels: Analyze
Webb’s DOK: 4

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 Topic 2: Fiber Evidence
Engaging Experience 1
Title: Analysis of Fiber Samples
Suggested Length of Time: 1 block
Standards Addressed
Priority:
● K3.d Compare various types of fibers through physical and chemical analysis
Detailed Description/Instructions: In this activity, students will attempt to identify the type of
fiber based on the results of different tests such as a burn test, dye test, or stretch test. This
activity would also look at the different types of fibers under a microscope and characterize
certain features. Additionally, this activity could include a set of fibers from a suspect and victim
and students can try to match the fibers based on their characteristics.
Bloom’s Levels: Analyze
Webb’s DOK: 4

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 Topic 3: Blood Evidence
Engaging Experience 1
Title: Blood Typing Activity
Suggested Length of Time: 1 block
Standards Addressed
Priority:
● K4.b Accurately type blood.
Detailed Description/Instructions: Utilizing different samples of simulated blood, students will
identify the type of blood based on the reaction or lack of reaction with different antibodies. The
same process can be used to determine of the sample of blood does or does not have the rhesus
factor. Additionally, the activity could include a component where students attempt to identify
the suspect of a crime based on the type of blood present.
Bloom’s Levels: Analyze
Webb’s DOK: 4

Engaging Experience 2
Title: Bloodstain Pattern Analysis
Suggested Length of Time: 1 block
Standards Addressed
Priority:
● K4.c Explore bloodstain patterns as a function of velocity, direction, height and
angle of impact
Detailed Description/Instructions: In this activity, students will look at relationships between
height of a blood droplet and the diameter of the resulting spatter. The angle at which the drop
hits can also be measured. A graph could be produced and can be utilized when identifying the
height/angle of a blood droplet from a crime scene.
Bloom’s Levels: Analyze
Webb’s DOK: 4

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 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested

Experience Title Length of
Time

Hair Microscopic In this activity, students will be looking at the 1 block

Evidence Analysis of Hair different features of hair strands using
microscopes. Parts that students will be
identifying include the medulla, cortex,
cuticle, and a follicular tag if possible. As a
side note, the activity can be extended to
include the hair of a suspect and students
should try to match it with a hair found on a
victim.

Fiber Analysis of Fiber In this activity, students will attempt to 1 block

Evidence Samples identify the type of fiber based on the results
of different tests such as a burn test, dye test,
or stretch test. This activity would also look at
the different types of fibers under a
microscope and characterize certain features.
Additionally, this activity could include a set
of fibers from a suspect and victim and
students can try to match the fibers based on
their characteristics.

Blood Blood Typing Utilizing different samples of simulated 1 block

Evidence Activity blood, students will identify the type of blood
based on the reaction or lack of reaction with
different antibodies. The same process can be
used to determine of the sample of blood does
or does not have the rhesus factor.
Additionally, the activity could include a
component where students attempt to identify
the suspect of a crime based on the type of
blood present.

Blood Bloodstain In this activity, students will look at 1 block

Evidence Pattern Analysis relationships between height of a blood

Board Approved: February 8, 2018 34 | P a g e

 droplet and the diameter of the resulting
spatter. The angle at which the drop hits can
also be measured. A graph could be produced
and can be utilized when identifying the
height/angle of a blood droplet from a crime
scene.

Board Approved: February 8, 2018 35 | P a g e

 Unit 6: Ballistics
Subject: Forensic Science
Grade: 10-12
Name of Unit: Ballistics
Length of Unit: 1 to 1-1/2 weeks
Overview of Unit: This unit focuses on the classification systems of different types of firearms
and explosives. This unit also includes testing methods for gunshot and explosive residue.
Students will learn about bullet striations and how these can be used for identification of a
firearm as well as how to determine the location a bullet came from.

Priority Standards for unit:

● K8.a Distinguish between types of firearms and ammunition
● K8.b Use bullet trajectory to determine position of shooter

Supporting Standards for unit:

● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role
in choosing, achieving and demonstrating competency in their learning goals, informed
by the learning sciences.
● ISTE - COMPUTATIONAL THINKER.5: Students develop and employ strategies for
understanding and solving problems in ways that leverage the power of technological
methods to develop and test solutions.

Unwrapped Concepts Unwrapped Skills Bloom’s Webb's

(Students need to know) (Students need to be able to do) Taxonomy Levels DOK
types of firearms and ammunition Distinguish between Analyze 2
bullet trajectory to determine
position of shooter Use Apply 2

Essential Questions:
1. How can a fired bullet be matched to a firearm?
2. How can the distance and location of a fired bullet be determined?

Enduring Understanding/Big Ideas:

1. By using striations on the bullet or casing, similar to minutiae on a fingerprint, a bullet
can be matched to a firearm. The lands and grooves of a barrel leave unique markings on
the spent bullet.
2. By using physical characteristics of the bullet hole, determine the distance from which it
was fired.

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Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific

Bullet Ballistics
Explosive Gauge
Primary Caliber
Secondary Deflagration
Striation
Detonation
Oxidizing agent
Greiss Test
Lands
Grooves
Rifling
Bore
Breechface
Gunshot residue
Trajectory
IBIS
NIBIN
Drugfire
Screening Test
Confirmatory test
Taggant

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 Topic 1: Firearms
Engaging Experience 1
Title: Virtual Bullet Comparison
Suggested Length of Time: 45-60 minutes
Standards Addressed
Priority:
● K8.a Distinguish between types of firearms and ammunition
● K8.b Use bullet trajectory to determine position of shooter
Supporting:
● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning
goals, informed by the learning sciences.
● ISTE - COMPUTATIONAL THINKER.5: Students develop and employ
strategies for understanding and solving problems in ways that leverage the power
of technological methods to develop and test solutions.
Detailed Description/Instructions:
1. Go to website: http://www.firearmsid.com
2. On the left hand side of the page under Resource area, click on “Register.”
3. Follow the instructions. Use your email to retrieve the password. Log in.
4. Click on “Bullet ID - VCM”
5. Read the information and go through the Tutorial to get an idea of how to use the virtual
comparison microscope.
Bloom’s Levels: Analyze
Webb’s DOK: 2

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 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested

Experience Title Length of
Time

Firearms Virtual Bullet 1. Go to website: 45-60 min

Comparison http://www.firearmsid.com
2. On the left hand side of the page under
Resource area, click on “Register.”
3. Follow the instructions. Use your
email to retrieve the password. Log in.
4. Click on “Bullet ID - VCM”
5. Read the information and go through
the Tutorial to get an idea of how to
use the virtual comparison
microscope.

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 Unit 7: Documents and Impressions
Subject: Forensic Science
Grade: 10-12
Name of Unit: Documents and Impressions
Length of Unit: 2 weeks
Overview of Unit: Trace evidence in this design include document analysis and impressions.
Students will learn the art of handwriting analysis as well as the processes used to analyze ink
and printing devices. In the area of impressions, students will determine how to collect evidence
left by tool marks or other impressions as well as how to analyze that evidence.

Priority Standards for unit:

● K8.c. Design and conduct scientific investigations to match tool marks in a criminal
investigation
● K9.c. Conduct an experiment using paper chromatography to determine the ink used
● K3.b. Identify & compare palm, lip prints, bite-marks, shoe prints.

Unwrapped Concepts Unwrapped Skills Bloom’s Webb's

(Students need to know) (Students need to be able to do) Taxonomy Levels DOK
scientific investigations to match
tool marks in a criminal
investigation Design Apply 3
scientific investigations to match
tool marks in a criminal
investigation conduct Apply 3
an experiment using paper
chromatography to determine the
ink used Conduct Apply 3
palm, lip prints, bite-marks, shoe
prints. compare Analyze 3
palm, lip prints, bite-marks, shoe
prints. Identify Understand 2

Essential Questions:
1. How do forensic scientists analyze questioned documents?
2. How does an impression have both class and individual characteristics?
3. How are impressions collected and preserved?

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Enduring Understanding/Big Ideas:
1. Questioned documents can be analyzed using chromatography to compare ink of a
possible forgery. Additionally, the handwriting of a questioned document can be
compared with a known document by looking at slope, slant, and movement of the
writing.
2. Impressions can be left from a variety of objects such as shoes, tools, or tires. Each of
which have their own class and individual characteristics. For example, shoe size and
brand are class characteristics, but the wear of a shoe and any holes in the sole are
individual characteristics.
3. Depending on the impression, tire and shoe impressions can be collected using plaster of
Paris or dental stone. If a print is left in dust or dirt, the impression can be lifted
electrostatically.

Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific

Handwriting Impression
Ink Chromatography
Document Odontology
Analysis Casting
Footwear Trace Evidence
Slant Forgery
Proportion Graphologist/Graphology

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 Topic 1: Impressions
Engaging Experience 1
Title: Bite mark and forensic odontology lab
Suggested Length of Time: 1 block
Standards Addressed
Priority:
● K3.b. Identify & compare palm, lip prints, bite-marks, shoe prints.
Detailed Description/Instructions: In this activity, students will make their own bite marks
using either wax or Styrofoam plates. Students will then look for unique characteristics in their
bite marks, such as missing or crooked teeth, size of the bite mark, etc. The lab activity can be
extended to include a suspect bite mark and/or victim photo and then having students attempt to
identify who the bite mark belongs to.
Bloom’s Levels: Understand
Webb’s DOK: 3

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 Topic 2: Document Analysis
Engaging Experience 1
Title: Ink Chromatography
Suggested Length of Time: 1 block
Standards Addressed
Priority:
● K9.c. Conduct an experiment using paper chromatography to determine the ink
used
Detailed Description/Instructions: Students will investigate the process of chromatography by
using 5-6 ink pens and completing the process of chromatography. After completing the initial
process, students will be given a “suspect note” and have to analyze the ink from the note and
determine if one of the pens had written the note. The instructor will have to write notes ahead of
time.
Bloom’s Levels: Analyze
Webb’s DOK: 3

Board Approved: February 8, 2018 43 | P a g e

 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested

Experience Length of
Title Time

Impressions Bite mark and In this activity, students will make their own 1 block
forensic bite marks using either wax or Styrofoam
odontology lab plates. Students will then look for unique
characteristics in their bite marks such as
missing or crooked teeth, size of the bite mark,
etc. The lab activity can be extended to include
a suspect bite mark and/or victim photo and
then having students attempt to identify who
the bite mark belongs to.

Document Ink Students will investigate the process of 1 block

Analysis Chromatography chromatography by using 5-6 ink pens and
completing the process of chromatography.
After completing the initial process, students
will be given a “suspect note” and have to
analyze the ink from the note and determine if
one of the pens had written the note. The
instructor will have to write notes ahead of
time.

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 Culminating Unit: Forensic Science Investigation
Subject: Forensic Science
Grade: 10-12
Name of Unit: Forensic Science Investigation
Length of Unit: 1 to 1-1/2 weeks
Overview of Unit: This is a culminating activity in which student will use the skills that they
have practiced over the term of the course. They will need to complete experiments, analyze
data, and use that information to come to a well written conclusion.

Priority Standards for unit:

● K1.b Distinguish individual evidence from class evidence and discuss its relevance in a
court of law
● K2.a Differentiate procedures for securing and documenting a crime scene
● K2.b Perform evidence collection, storage and report writing.
● K3.a Develop, analyze and classify fingerprints
● K8.c. Design and conduct scientific investigations to match tool marks in a criminal
investigation
● K9.c. Conduct an experiment using paper chromatography to determine the ink used
● K3.b. Identify & compare palm, lip prints, bite-marks, shoe prints.
● K3.c Analyze, identify and compare various hair samples.
● K3.d Compare various types of fibers through physical and chemical analysis
● K4.b Accurately type blood.
● K4.c Explore bloodstain patterns as a function of velocity, direction, height and angle of
impact
● K6.a Perform tests to identify various drugs and/or poisons

Supporting Standards for unit:

● ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources
using digital tools to construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others.
● ISTE - GLOBAL COLLABORATOR.7: Students use digital tools to broaden their
perspectives and enrich their learning by collaborating with others and working
effectively in teams locally and globally.

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 Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the
following components: situation, challenge, specific roles, audience, product or performance.)

The instructor will prepare a Final Crime Scene for students to investigate as a team of
Forensic Scientists. The final crime scene should include types of evidence from multiple units
that will tie together to solve the crime. Students should be required to test the evidence, record
their results in a data table, analyze the evidence, and come to a conclusion regarding the case.
There are several kits available through Flinn Scientific or other distributors that will provide
the scenario and evidence, for example: Anytown Mall, The Crime Scene, Detective’s
Casebook, and Mr. Mathematics Mysterious Murder. In several of these options, there are 5
suspects which allows the instructor to assign each student a suspect so there can be an
individual component to the grade as well as a group grade. A final case report is
recommended.

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 Unit of Study Terminology
Appendices: All Appendices and supporting material can be found in this course’s shell course in the
District’s Learning Management System.

Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate
level of rigor that matches the standard.

Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to

discover and state in their own words by the end of the unit of study. These are answers to the essential
questions.

Engaging Experience: Each topic is broken into a list of engaging experiences for students. These
experiences are aligned to priority and supporting standards, thus stating what students should be able to
do. An example of an engaging experience is provided in the description, but a teacher has the autonomy
to substitute one of their own that aligns to the level of rigor stated in the standards.

Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge,
audience, and a product or performance is specified. Each unit contains an example of an engaging
scenario, but a teacher has the ability to substitute with the same intent in mind.

Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the
learning.

Priority Standards: What every student should know and be able to do. These were chosen because of
their necessity for success in the next course, the state assessment, and life.

Supporting Standards: Additional standards that support the learning within the unit.

Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many,
depending on the depth of the unit.

Unit of Study: Series of learning experiences/related assessments based on designated priority standards
and related supporting standards.

Unit Vocabulary: Words students will encounter within the unit that are essential to understanding.
Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple
content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically
within the content.

Symbols:
This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the
rubric provided by the district.

This symbol depicts an experience that integrates professional skills, the development of professional
communication, and/or the use of professional mentorships in authentic classroom learning activities.

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